In Summary
  • The school was dependent on the meagre fees paid by students. Since the formal staff establishment was completely deficient, the school had to plug the gaps by hiring Form Four leavers as teachers.
  • As a result, most of my teachers were Form Four leavers. It always used to make me wonder.
  • For example, I would be seated in class telling myself, “Job, you have to get an A here to qualify for medical school,” yet the subject teachers had not managed even a B grade in the subjects they were teaching me.
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My journey from Kerongorori SDA Mixed Secondary School to a research scholar at Harvard University’s Global Clinical Scholars Research Training Program is a full testament of how far one can get with the right attitude and determination. I believe obstacles are inevitable, and perhaps necessary, on the path to success.

One of the things I had to deal with early in life was my stuttering. As a child, I had a stutter that made it hard for me to express myself eloquently. It would particularly manifest itself whenever I was afraid, excited or uncertain about something. It was disabling, especially when I needed to assert myself. Many times in school, while playing in the village or during Sunday school classes, I would become tongue-tied, not because I didn’t know how to speak, but rather because I couldn’t get past certain sounds and words. By the time I was in upper primary school, I stuttered so intensely that my peers used to joke that I should become a rapper.

TAUNTED FOR STUTTERING

The more I was taunted, the more intense my desire to overcome this handicap became. My solution was to read out loud from books, magazines and newspapers. I particularly searched for those sounds that were the most problematic for me. “L”, “Th”, “D”, “P” and “J” were notable culprits. I started listening to radio keenly. I also spent a lot of time listening to older people speak and emulating how they articulated words. Though I made impressive progress, vestiges of the stutter still remain. However, the unconventional pauses that characterise my speech make me sound composed. It always amuses me when audiences think I am being deliberate in my speech when I pause in the most unexpected places in my sentences.

WERE YOU AT MANG’U HIGH SCHOOL?

“Job, were you at Mang’u High School?” is a question I am used to hearing from curious strangers. Many  of my classmates at Moi University’s School of Medicine assumed I must have studied at Mang’u! Sometimes it is Alliance High School, Starehe Boys Centre or some other “big” school. The fact that I had already overcome the intense vernacular accent, largely subdued the stutter, and performed well in class all contributed to create this impression. In addition, of course academic excellence is not one of the things Kerongorori SDA Mixed Secondary School was known for.

Most people hear about Kerongorori for the first time when our paths cross. By 1998, when I enrolled at Kerongorori, the highest accolade the school had ever achieved was being ranked by the Ministry of Education among the most improved schools in the district. Despite its 11-year history, no student had ever qualified to go to university from this school. At that time, Kerongorori had no library or laboratory. In fact, only half of the classrooms had cemented floors; the rest were raw earth. The setting was so basic that only the Form Four classroom had wooden windows; the rest didn’t have any.

The school was dependent on the meagre fees paid by students. Since the formal staff establishment was completely deficient, the school had to plug the gaps by hiring Form Four leavers as teachers. As a result, most of my teachers were Form Four leavers. It always used to make me wonder. For example, I would be seated in class telling myself, “Job, you have to get an A here to qualify for medical school,” yet the subject teachers had not managed even a B grade in the subjects they were teaching me. Most of the teachers were untrained and not highly motivated.

I remember, on the morning I took my final Chemistry Paper One exam, I was rained on heavily as I ran to school. I arrived 30 minutes late, drenched to the core, yet I still sat for my paper cold, wet and shivering. I still managed to score an A.

BROKEN ENGLISH

For the environment I came from, I was an amazing speaker of English but in this class, my language was laughable. I accepted my challenge, continued reading out loud, and started listening religiously to BBC radio, every day. Of course, I also copied some impressive speakers in medical school. By my third year of medical school, my language had been revolutionised and my pronunciation undergone a complete transformation. Now, it’s almost impossible to identify me with any tribe based on my pronunciation. Because I love the journey, I continue to work on the articulation,  vocalisation, and mastery of the spoken word. The lessons I learned have been the foundation of the training I offer to other people in public speaking.

HOW I ENDED UP AT KERONGORORI

My parents were unable to pay my fees even though I had passed my KCPE well enough to earn a place in one of the ‘Big Five’ schools. I enrolled in Form One six months after my peers had joined Form One in various schools across the country. It was not an easy transition for me because I had fantasised about joining a big school for a long time. As a result, when it became clear that I would not make it despite having received the admission letter, I was hurt. By the time I reported at Kerongorori, I was still in pain and denial of losing the opportunity to join one of the best schools in the country. By then, I had knocked on every door I thought of to seek financial help, all to no avail.

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